Lesson 5 - Group Performance Development
WWII Dance Storytelling
•Year 7
•Dance
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How can we use chance choreography techniques to create a powerful group performance that tells the story of World War 2?
Learning Objectives
- To demonstrate effective cooperation skills while working in groups and provide constructive peer feedback
- To complete group choreography using chance choreography sheets and performance structure
- To show confident use of canon and formation changes when creating and performing group sections
Key Outcomes
- Students will have completed their group section of the dance using chance choreography techniques
- Students will have performed their work to peers and received structured feedback
- Students will understand how individual sections combine to create a complete performance piece
Equipment & Resources Required
Position for clear sound coverage across whole dance space
Alternative: Portable Bluetooth speaker, laptop with external speakers
Distribute to groups at start, ensure all groups have their sheets from previous lesson
Alternative: Digital versions on tablets, photocopied extras for reference
Cued up and ready to play, test volume levels before lesson
Alternative: Other WW2 themed orchestral music, period appropriate marching music
Optional - position for wide angle view of performance area if available
Alternative: Smartphone, digital camera with video function
For drawing formation diagrams and noting feedback points
Alternative: Flipchart paper and pens
Key Vocabulary
A choreographic device where dancers perform the same movement at different times, creating a ripple or echo effect
Moving from one spatial arrangement to another during the dance, such as from lines to circles
The movements or methods used to connect different sections of the dance smoothly
Constructive comments and suggestions given by classmates to help improve performance
The overall organisation of the dance from beginning to end with distinct sections
The final pose or arrangement that concludes the dance performance
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of canon as a choreographic device
- Experience working with chance choreography techniques
- Knowledge of formation changes and group dynamics
- Understanding of World War 2 historical context for movement themes
Current Skills
- Completing structured group choreography using systematic methods
- Developing smooth transitions between different dance sections
- Providing and receiving constructive peer feedback effectively
- Combining individual and group elements into a cohesive performance
Next Steps
- Refining performance quality and expression for final presentation
- Developing more complex choreographic devices and formations
- Leading and teaching choreography to others
- Creating original choreography without chance techniques
Milestone Indicators
Key Teaching Points
- Emphasise the importance of group cooperation and supporting all team members to succeed
- Focus on clear timing and coordination - count aloud and use musical cues consistently
- Maintain the World War 2 theme throughout - connect movement choices to historical context
- Ensure smooth transitions between sections to maintain dramatic flow and audience engagement
- Develop constructive feedback skills using specific observations and helpful suggestions
- Build confidence through regular encouragement and celebration of progress and effort
- Connect individual group sections to the complete performance structure for understanding of the whole
Common Misconceptions
- That chance choreography means random movements - clarify it's structured creativity using specific guidelines
- That canon must be performed by all dancers - explain it can be performed by some while others do different movements
- That formation changes should be quick - emphasise smooth, controlled transitions that maintain the flow
- That feedback should focus on mistakes - teach that good feedback celebrates strengths and offers constructive suggestions
- That individual sections don't matter in the whole performance - show how each part contributes to the complete story
SEN Adaptations
ADHD
- Shorter activity segments with regular changes, clear physical boundaries for activities, regular positive feedback, movement breaks between focused tasks
dyspraxia
- Simplified choreography with extra practice time, visual and verbal cues combined, partner support for complex movements, celebration of effort over perfection
autism spectrum
- Clear structure and routine for lesson, visual schedule of activities, quiet space available if overwhelmed, predictable transitions between activities
visual impairment
- Use verbal cues for all formation changes, provide tactile guidance for positioning, ensure clear audio cues for timing, buddy system for spatial awareness
hearing impairment
- Visual demonstrations of all movements, written instructions for activities, visual timing cues instead of audio counts, clear sight lines for lip reading
physical disability
- Adapted movements for wheelchair users, upper body focus for limited mobility, adapted formations to include all students, modified choreography as needed
Cross-Curricular Links
English
Peer feedback skills, constructive communication, performance storytelling, vocabulary development around dance and movement
Maths
Counting beats and phrases (32/64 counts), timing and rhythm, spatial awareness and formation geometry
History
World War 2 context, understanding of historical events and their impact, commemoration and remembrance themes
Music
Understanding of rhythm and beat, responding to orchestral themes, appreciation of film music and its dramatic effects
PSHE
Cooperation and teamwork skills, giving and receiving feedback, building confidence through performance, resilience and perseverance
Teacher Guidance
Positioning
Move constantly between groups during development work, central position for whole-class activities, side position during performances for optimal viewing
Observation Focus
Monitor group cooperation and task completion, watch for effective use of choreographic devices, assess performance quality and timing
Intervention Points
Step in if groups are struggling with cooperation or completion, provide additional support for choreographic challenges, ensure all students are participating fully
Demonstration Notes
Model effective group cooperation, demonstrate clear choreographic devices, show professional performance attitude, exemplify constructive feedback techniques
Verbal Cues
- •'Keep your formations clear and defined'
- •'Remember the timing - count in your head'
- •'Support each other - we're a team'
- •'Show the character - you're telling a story'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum hall space 15m x 20m with clear performance area, additional space for group work zones
Surface Check
Clean, dry, non-slip floor surface suitable for dance movement and formation changes
Equipment Safety
Safety Checks
- •Music system positioned safely away from movement areas
- •Video equipment secured and positioned to avoid interference with dancing
- •Chance choreography sheets laminated to prevent tears and hazards
Risk Management
Key Risks
- •Collisions during formation changes and group work
- •Slips and falls during dynamic movement and transitions
- •Overexertion during extended performance practice
- •Inappropriate physical contact during partner and group work
Risk Mitigation
- •Clear boundaries established for each group's working space
- •Controlled formation changes with adequate spacing
- •Progressive building from simple to complex movements
- •Regular breaks and cool-down periods
- •Clear guidelines for appropriate contact in dance context
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all groups during independent work
- •Monitor high-activity areas during formation changes
- •Close supervision during filming to maintain focus and safety
- •Circulate between groups during choreography development
Emergency Procedures
Immediate stop signal, assess any injuries, appropriate first aid response, contact office if serious injury occurs